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9781137514363

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Review 1 - Freda Mishan, University of Limerick General 1) In your own words, please provide a short outline of the project This book makes a case for the systematic evaluation of Blended Language programmes. It offers the theory and practice of Blended learning programme evaluation and illustrates this in practice via three international case studies. Proposal 2) Does this proposal offer a useful and/or original contribution to the field? Is it addressing any new/emerging areas? The area covered in the proposed book is cutting edge in the field of TESOL, in that Blended Learning (BL) is emerging as a pedagogical paradigm. The area of blended language learning is still fairly underpublished, with only a few edited volumes available, Gruba's work with Hinkelman (2012) being the only other book that I am aware of at present that it is not an edited volume. The book critically engages with the use of emerging technologies in language learning, an aspect which remains underrepresented despite over four decades of CALL research. It takes a critical look at the use of blended programmes at third level which, while a growing practice, is currently missing a strong empirically- based justification. The proposed book would therefore clearly help fill this gap in the market for blended language learning literature. With its focus on blended language programme evaluation, the book might be seen as fitting a fairly niche area. From the outline it would seem that what the book offers in terms of evaluation methodology and mechanisms should have a broader application however e.g.to the evaluation of so-called CALL in general, and perhaps of language learning programmes in general. 3) Does it adequately engage with recent scholarship? Does it take existing scholarship forward? The authors build on some of the key concepts identified in Gruba and Hinkelman (2012), such as their 4 key considerations for BL, purpose, appropriateness, multimodality and sustainability. The book's (implicit or explicit) starting point is the evolving normalisation of technology, this fits in with current research and publication in CALL/TESOL that uses this status quo as a launching point. There are other previous publications in BL that use the case-study format (Rubio and Thoms 2014, Tomlinson and Whittaker 2013): Gruba and Cardenas Claros' proposed book is complement to, a more developed version of these, with more comprehensive case-studies and, of course, a specific focus on structured, detailed evaluation of them. 4) What are the strengths and weaknesses of the proposal? You may wish to consider structure, organisation, coherence and presentation of material; scope, coverage and breadth of appeal or degree of specialisation; whether there are any obvious omissions; timeliness and likely shelf-life of the research; what proportion of the work, if any, will require substantial re-working? Are any suggested improvements fundamental to the project's success or discretionary matters which might be addressed after the project has been accepted? Some perceived strengths: The book offers a means of critically engaging with the use of emerging technologies in language learning which remains a crucial area despite over four decades of CALL research. The chapters on evaluation methodology chapters 4,5 6,7,8, will provide a valuable general outline of some common methodologies and instruments in language learning research. This is supported by substantial appendices giving tools, resources and evaluation rubrics. This will make the book a valuable evaluation methodology resource for researchers and postgraduate students. Potential weaknesses: Degree of specialisation: While the area of Blended Learning is of fairly broad interest in the TESOL community, its focus on evaluation of BL programmes puts the book into a more niche area; this would be my main reservation. Any case study has the advantage of providing the reader with specifics and concrete, accessible and usually interesting (!) data. On the other hand, there is the question of relevance i.e. whether the reader will be able to identify with/consider useful, case studies carried out in distance geographical contexts. The shelf-life of any work on emerging technologies and their use is necessarily limited due to the speed of technological change. However, I would hope that this is counterbalanced by the book's focus on parameters for evaluation, which should remain relevant and constant and thus valuable reference material. Strength/Weakness? The book has a theory a practice structure, somewhat like a PhD thesis, with the first three chapters giving the background to blended learning, Chapters 4-8 methodological parameters for evaluation, and the final three reporting on actual case studies. While this is unusual, it is not unique and Gruba's previous publication in this area used a similar structure. 5) Do you feel the author/editor is suitably qualified to produce a high quality book on this topic? Dr Paul Gruba is a leader in the field of Blended language learning. His research and publication record shows his continuing engagement with technology and language learning over the years. I had not been aware of Dr Cardenas Claros's work but her CV shows her to have been engaged closely in the area of CALL and particularly with reflecting on learner use of CALL technologies. 6) If you are aware that the book is being considered for inclusion in a specific series, please comment on its suitability for that series. Market and Competition 7) Who would you anticipate the main readership of this book to be (in terms of field and level)? Practitioners and researchers in the field of CALL, Blended learning and TESOL. It would also be suitable for postgraduate students (see below). 8) Would this title be suitable for the student market as a core text? If so, would you adopt/recommend this book for any courses you teach? I would see this as having appeal and usefulness at postgraduate level. It would provide a much-needed focus on Blended learning/CALL evaluation, an area in which a coherent volume (as opposed to journal articles/book chapters) is currently lacking. I would recommend it to my students on our MA and PhD TESOL programmes, on our new technologies and language learning modules in which we encourage a critical approach. 9) Is this book likely to have interdisciplinary and/or international appeal? The book will have an appeal within the disciplines of CALL/Blended Learning and TESOL. The international spread of its case studies will secure its relevance to international audiences (particularly, one would assume, in Australia, S.America and S.E. Asia, the continents where these took place). 10) Would this title be suitable/essential reading for a practitioner or policymakers market? If so, please let us know if there are any organisations, institutions or professional networks that would be interested in the work. The main market of the book will probably be third level language practitioners and researchers. From the outline (and from what I know of Paul Gruba's previous work), the authors situate blended learning sociologically, i.e. as part of the educational landscape. The book should therefore have relevance to policymakers for third level where technology is increasingly integrated into the curriculum but often without sufficient planning or research into its pedagogical basis/justification. 11) How does this proposal compare to the main competing titles in this area in terms of quality of writing and content? To judge by the book outline and going on what I know of Dr Gruba's other writings, in terms of quality of writing and content this proposed book will compare very favourably with other titles in this area. Recommendation 12) Would you recommend: a) we publish this book as it stands or after minor revisions b) revising the proposal and resubmitting c) rejecting the proposal Thank you.

Author Information

Paul Gruba is Senior Lecturer in applied linguistics at the University of Melbourne, Australia. His research interests include technology and language learning, second language listening, and multimodal discourse analysis. He is a co-author (with Don Hinkelman) of Blending technologies in second language classrooms (Palgrave Macmillan, 2012). Monica S. Cardenas-Claros is Adjunct Professor at the Instituto de Literatura y Ciencias del Lenguaje, Pontificia Universidad Catolica de Valparaiso, Chile. Her research interests include technology integration in second and foreign language classrooms, blended learning, and computer-based L2 listening. Ruslan Suvorov is Language Technology Specialist at the Center for Language & Technology, University of Hawaii at M?noa, USA. His research interests lie in the areas of instructional technology and design, computer-assisted language learning and testing, blended and online language education, second language listening, and eye tracking. Katherine Rick is Vice Dean at the Lincoln Qatief Female College, Saudi Arabia. Her research interests include program evaluation, educational leadership, educational technology, and blended learning.

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